2.3 Disability-related terminology You may already be aware that the influence of the social model of disability has resulted in a change in the terminology used in relation to disability. Some terms are discouraged because they reflect the medical model's view that the ‘problems’ associated with disability stem from functional limitations. This can lead to hesitation when discussing disability for fear of causing offence. The preferred terms reflect the view of the social model that it is society that disables people with
Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Sue Platt has been a school governor for 21 years, at both primary and secondary
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Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:
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2 Book reviews The comments below all relate to the same book, Ruby Holler by Sharon Creech, and have been made by pupils at Churchill Community School, North Somerset – the ‘Churchill Chatterboxes’. A captivating yet far-fetched book, I feel this would suit most younger readers but older readers would want something more demanding. (Margaret) I think Ruby Holler is a very moving book, especially when Da 1 What makes a good book? I met a dragon face to face The year when I was ten, I took a trip to outer space, I braved a pirate's den, I wrestled with a wicked troll, And fought a great white shark, I trailed a rabbit down a hole, I hunted for a snark. I stowed aboard a submarine, I opened magic doors, I travelled in a time machine, 5.2 Case study 3: Menon poetry The class teacher (Menon, 1999) was keen to develop the sense of a ‘writing community’ early on in the term. In the first few weeks she invited her students to form groups of their own choice, research a poet from a selected list, then plan and carry out a presentation. Students were encouraged to use the internet as part of this research. At such an early stage in the academic year, when getting to know a 4.1 Introduction Collective oeuvres* produce and sustain group solidarity. They help make a community. Works and works-in-progress create shared and negotiable ways of thinking in a group … externalising, in a word, rescues cognitive activity from implicitness, making it more public, negotiable and solidary. (Bruner, 1996, p. 22) *An oeuvre is normally defined as the total output of an individual writer or ar 3.1 Introduction We have the obligation to think about the future, precisely because of the type of work we do … Venturing the future is not a risk – it's a necessity of the dignity of humankind. (The Disciplined Mind: Beyond Facts And Standardized Tests, The K-12 Education That Every Child Deserves, Howard Gardner, 2000) This first case study shows the way in which ICT is used within a classroom community: 1.4 What is creativity? All people are capable of creative achievements in some areas of activity, provided the conditions are right, and they have acquired the relevant knowledge and skills … creative possibilities are pervasive in the concerns of everyday life, its purposes and problems … creative activity is also pervasive … creativity can be expressed in collaborative as well as individual activities, in teamwork, in 1.3 How can ICT support creativity? Through this unit I hope to encourage discussion about how three apparently rather different ideas – creativity, community and new technology – are inextricably linked. How can new technologies enable young people to be more creative? What activities can we involve them in that will unleash their best expressions of self – as individuals and as members of a school community? Now think a bit more about what creativity is by doing Activity 1. Introduction The activities in this unit are designed to support an individual or group of teachers in preparing a school-based training session for colleagues on creativity and information and communications technology (ICT) in the curriculum. Acknowledgements This unit was prepared for TeachandLearn.net by John Morgan.
John works at Bristol University where he teaches on the geography PGCE course. Before that he taught geography in schools and colleges. He is the co-author of Essential AS Geography (2000) Nelson Thornes and Teaching to Learn Geography (forthcoming) RoutledgeFalmer.
T 1.1 Safety and dance
I met a dragon face to face
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